Анна Карелина Анна Карелина

Functional language: asking for a favour
Upper-Intermediate level


In this lesson students will be provided with immediately useful functional language. The topic will be introduced through a quick speaking task and picture work. The target language will be presented in the context of listeningto a series of conversations. (Listening for gist and detail) with the following focus on the target structures and final freer speaking activity which wil allow students an opportunity to use this language in a meaningful, real-world context.


Abc Handouts (Global, Upper-Intermediate).

Main Aims

  • To provide presentation and practice of the target structures for the function "Asking for a favour".

Subsidiary Aims

  • To provide fluency speaking activity in the context of role-play.


Warmer/Lead-in (5-10 minutes) • To set lesson context, introduce the topic via a quick speaking task/picture work and engage students

1.- Divide the students into pairs. -give each pair 4 pictures. Task: look at the pictures. Discuss in pairs what favours are these people doing for their friends, neighbours and colleguaes? -Make a list of other common favours you might ask somebody to do? 2.In pairs: Ask and answer these questions (questions are written on the board): 1).Do you feel comfortable asking favours? How do you feel when someone asks you for a favour? 2),When was the last time you asked somebody to do you a favour? What was it? 3). When was the last time somebody asked you to do them a favour? What was it? Did you grant the favour or did you have to refuse it?

Exposure (8-10 minutes) • To provide context for the target language through series of conversations.

1.listening for gist: Listen to the four conversations and answer three questions: -what you think the relationship between the people is (friends, family, neighbors etc); -where they are; -what favor is being asked; Peer checking. 2. Listen for specific information: -how does the person asked reacted? -does he/she grant or refuse the favour? Whole group checking.

Highlighting The target structures (asking for a favour). (3-5 minutes) • To draw students' attention to the target language

1. Look at these three ways of asking for a favour. What is the most direct? (Sentences are written on the board): -I was wondering if you could help me with something? -Can you do me a favour? -Do you think I could borrow? I'll highlight that the longer the structure of the question, the more indirect and (usually) more polite and formal it is. The longer the sentence, the more you expect to hear "no" in response.

Clarification - to clarify the possible answers to the favour. (8-10 minutes) • To draw student's attention to the items of functional language.

Complete the table on the board: 1. Granting a favour/reluctant acceptance/refusing a favour. First in pairs students think of possible phrases to fill in three columns. 1). Granting a favour: sure, no problem; yes, of course, yes, I can do that. 2). Reluctant acceptance: go on then, well, perhaps in that case, since you put it that way... 3). Refusing a favour: I'm really sorry, but; sorry, I'm afraid I can't. First students work in pairs, then I'll elicit from each pair their phrases and add mine if they haven't' thought about them. ! Drill the pronunciation randomly with different students.

Semi-Controlled Practice/optional (5-8 minutes) • To concept check further and prepare students for free practice

Optional activity: work with a partner: take in turns to role-play asking for a favour and giving reply. -as two friends; -as two acquaintances or colleagues;

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Role play: divide students into three groups of four: and give them four cards (with roles); they should ask for a favour and grant/reluctantly accept/refuse the favour. Whole group feedback: one example from each group.

Error correction. (2-3 minutes) • To highlight the errors and make students correct them.

i'll write a couple of mistakes with the target language and elicit from students the correct variants by asking: What's wrong with it?

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